THE DEVELOPMENT OF ESP-HOSPITALITY ENGLISH SPEAKING MATERIALS THROUGH TASK-BASED LEARNING AT MEDAN TOURISM ACADEMY.
A Thesis
THE DEVELOPMENT OF ESP-HOSPITALITY ENGLISH SPEAKING MATERIALS
THROUGH TASK-BASED LEARNING
AT MEDAN TOURISM ACADEMY
By:
RAHMAWATI ROGABE SINAGA
Registration Number: 8106112045
Submitted to the English Applied Linguistics Study Program, Postgraduate School,
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Rahmawati R Sinaga. Registration Number 8106112045. The Development of
ESP-Hospitality English Speaking Materials through Task-Based Learning at
Medan Tourism Academy. A Thesis. English Applied Linguistics Study
Program, Postgraduate School, State University of Medan.2015.
This research aims to 1) know the existing materials for hospitality students in
AKPAR Medan 2) investigate the relevant speaking materials for hospitality students
in AKPAR Medan, and 3) design appropriate speaking materials through task-based
learning. The method of this research is a research and development (R&D) by Borg
and Gall (1984) which consists of three main phases, namely: evaluation and needs
assessment, materials development, and materials validation. The methods of data
collection are questionnaire, documentation and interviews. The sources of data are
from the English lecturer, the Head of Rooms Division study program, the alumni of
rooms division study program, the expert of education and ESP, 2nd semester students
of rooms division study program, and the existing syllabus and materials. The data
are analyzed by descriptive analysis. The study finds that 1) the learning materials
are not really relevant to the students and stakeholders’ need even the adequacy and
the availability are relatively adequate and available, 2) The students’ need in line
with teaching learning speaking is oriented in a student-centered learning, task
activities, and authentic speaking materials, 3) the physical structure of learning
materials consists of the following sections; Preview, To Start You Off, Developing
Topic, Language Reference and Assessment and the new speaking materials are
validated by experts viewpoints. In addition, it is also completed with two-additional
ones-overview and task-based learning. As the conclusion, the new speaking
materials are categorized good, the expert judgments validation score is 83.5 and they
stated it met the students’ need and suitable for hospitality students.
Key words: speaking materials, task-based learning, hospitality English
i
ABSTRAK
Rahmawati R Sinaga. NIM: 8106112045. The Development of ESP-Hospitality
English Speaking Materials through Task-Based Learning at Medan Tourism
Academy. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah
Pasca sarjana, Universitas Negeri Medan. Medan. 2015.
Penelitian ini bertujuan untuk 1) mengetahui bahan ajar yang ada untuk siswa
perhotelan di AKPAR Medan 2) menyelidiki bahan berbicara apakah relevan bagi
siswa perhotelan di AKPAR Medan dan 3) desain bahan ajar berbicara yang tepat
melalui Task-Based Learning. Metode penelitian ini adalah penelitian dan
pengembangan (R & D) oleh Borg dan Gall (2003) yang terdiri dari tiga tahap utama,
yaitu: evaluasi dan penilaian kebutuhan, pengembangan bahan ajar, dan validasi
bahan ajar. Metode pengumpulan data yang digunakan pada penelitian ini adalah
kuesioner, dokumentasi dan wawancara. Sumber data berasal dari dosen bahasa
Inggris, ketua program studi divisi kamar, alumni program studi kamar divisi, ahli
pendidikan dan ESP, mahasiswa semester 2 program studi kamar divisi, dan silabus
yang ada dan bahan ajar yang ada. Data dianalisis dengan analisis deskriptif. Studi ini
menemukan bahwa 1) materi pembelajaran yang ada tidak benar-benar relevan
dengan kebutuhan siswa dan pemangku kepentingan walaupun kecukupan dan
ketersediaan bahan ajar relatif memadai dan tersedia, 2) kebutuhan siswa sejalan
dengan belajar mengajar berbicara yang berorientasi pada pembelajaran yang
berpusat pada siswa, kegiatan tugas dan materi berbicara yang otentik. 3) struktur
fisik bahan pembelajaran terdiri dari bagian berikut; Preview, To Start Off,
Developing Topic, Assessment dan Language Reference dan bahan ajar berbicara
kemudian divalidasi menurut sundut pandang para ahli. Sebagai kesimpulan, bahan
ajar berbicara yang baru dikategorikan baik, skor validasi penilaian ahli adalah 83.5
dan mereka menyatakan bahan ajar yang baru memenuhi kebutuhan siswa dan cocok
bagi siswa perhotelan.
Kata kunci: bahan ajar berbicara, task-based learning, dan Bahasa Inggris
perhotelan
ii
ACKNOWLEDGEMENTS
It is a huge pleasure for the writer to acknowledge the following people for
their contribution to her education and research. Her sincere gratitude and deep
appreciation are addressed to Dr. I Wy Dirgayesa,M.Hum. and Dr. Rahmat
Husein,M.Ed. as her thesis advisers, for their guidance, encouragement, patience,
and supports for improving and finishing this thesis.
It is also her pleasure to acknowledge the superb reviewers and examiners
Prof. Dr. Busmin Gurning,M.Pd., Dr. Eddy Setia, M.Ed. TESP, and Prof. Hj.
Sumarsih, M.Pd for their effort and patience in helping, guiding, advising her in this
research.
Next, the writer would like to thank the head and secretary of English
Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd., and Dr. Sri
Minda Murni,M.S. for encouraging the writer to accomplish her thesis, and also Mr.
Farid Ma’ruf Harahap as the administrative staff for his huge help in administrative
procedures.
The writer also would like to express thanks to the Director of Postgraduate
School State University of Medan Prof.Dr.H. Abdul Muin Sibuea, M.Pd. and his
staffs for their kind service during her study, and all of the lecturers of English
Applied Linguistics Study Program that the writer is not able to mention one by one,
for their help, guidance, knowledge, inspiration, motivation, in teaching all students
including the writer.
iii
An appreciation is also dedicated to Prof.Dr. Amrin Saragih, MA, Ph.D and
Muhammad Hirsan Hanafi, M.Si. as the experts who validated the materials in this
research. Their comments and suggestions are very meaningful for the writer.
Further , the writer expresses her gratitude to the director, the head of rooms
division study program, English lecturer
and beloved students of Akademi
Pariwisata Medan for their time and permission in conducting the research.
Great thanks are also dedicated to her husband, Achmad Thoriq Al-Chanafi
for his full supports when the writer is down, understanding when the writer busies
herself with her tasks and jobs, and love when the writer needs to share her gladness
and sadness with, and her beloved daughter Azqiara Jasmine Al-Chanafi for her
cuteness that becomes her spirit to finish her study. Her profound thanks also go to
her father Rahmat Budi Fajar Sinaga, her mother Herawati, her sisters, her brothersin-law and her cute and awesome nephews and niece for all prayers, supports, loves,
hopes and critics.
Last but not least, the writer would also like to say thanks to all her
classmates in LTBI XIX-B and her best friends in AKPAR Medan for their supports
and motivations. May Allah uphold her brotherhood with their friends forever.
Medan, Juli 2015
The Writer,
Rahmawati Rogabe Sinaga
iv
TABLE OF CONTENTS
Page
ABSTRACT
................................................................................................
i
ACKNOWLEDGEMENTS………………………………………………. ..
iii
TABLE OF CONTENTS ...............................................................................
v
LIST OF TABLES ..........................................................................................
viii
LIST OF FIGURES ........................................................................................
ix
LIST OF APPENDICES ................................................................................
x
CHAPTER I : INTRODUCTION ...........................................................
1
1.1
The Background of the Study ...................................
1
1.2
The Problems of the Study ......................................
6
1.3
The Objectives of the Study ……………… ............
7
1.4
The Scope of the Study ...........................................
7
1.5
The Significance of the Study ..................................
7
CHAPTER II : REVIEW OF LITERATURE ........................................
9
2.1. English for Specific Purposes...................................
9
2.1.1 English for Academic Purposes (EAP)…….
10
2.1.2 English for Occupational Purposes (EOP) …
10
2.2
Principles of Teaching Speaking ..............................
12
2.3
Learning Materials…………………………………
15
2.4
The Role and Function of Learning Materials …….
16
2.5 The Development of Learning Materials…………..
18
2.6
Principles of Learning Materials Development……
v
19
2.7
2.8
2.6.1 Models of Learning Materials Development…..
20
2.6.2 Models of Learning Materials Evaluation ........
24
Task-Based Learning………………………………..
25
2.7.1 Task-Based Syllabus Design …………………..
27
2.7.2 Component of a Task ………………………….
28
English for the Students of Hospitality Management
Program .................................................................... .
30
2.9 Needs Analysis ........................................................
33
2.10 Relevant Studies …………………………………….
37
CHAPTER III : RESEARCH METHOD ................................................
CHAPTER IV:
39
3.1. Location of the Research .........................................
39
3.2. Research Design
39
...................................................
3.3. Research Procedures.................................................
39
3.4
Data Source ..............................................................
42
3.5
Technique of Collecting Data ..................................
44
3.6
Technique of Materials Development ......................
44
DATA ANALYSIS AND MATERIALS DEVELOPMENT
44
4.1.
47
Evaluation and Needs Analysis ................................
4.1.1 The Evaluation of Teaching and Learning
of English for Hospitality Students ...............
47
4.1.2 The Need Analysis of Teaching and Learning
of English for Hospitality Students ...............
vi
50
4.2
Materials Development ...........................................
55
4.2.1 The Syllabus Development of English for
Hospitality Purposes ......................................
55
4.2.2 The Development of Speaking Materials
of English for Hospitality Purposes ...............
60
4.3 Materials Validation ......................................................
72
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .........................
76
REFERENCES
APPENDICES
5.1 Conclusions …………………………………………..
76
5.2 Suggestions …………………………………………..
77
..............................................................................
78
..................................................................................
81
vii
LIST OF TABLES
Table
Page
2.1 : ESP Curriculum for Tourism & Hospitality……………………………………….
29
3.1 : The Need Categorization Criteria………………………………………………….
45
3.2 : Standards and Parameters of Validating the Speaking Materials………………..
45
4.1 : The Names of Topics or Themes of Speaking Materials Needed by the Students..
51
4.2 : Categories of Learning Material Types ………………………………………….
52
4.3 : Learning Strategies for Teaching and Learning of English for Hospitality Purpose
52
4.4 : The Need Assessment Types…………………………………………………….
53
4.5 : Distribution of Detail Linguistics Features in Speaking………………………...
54
4.6 : The Correction and Suggestion from Peer Review……………………………..
62
4.7 : The Score of Expert Judgment of Speaking Materials of English
for Hospitality Purpose …………………………………………………………
4.8 : Comments, Correction and Recommendation from Expert Judgments………...
viii
73
74
LIST OF FIGURES
Figure
Page
2.1 Learning Materials Development by Mc Graves ………………………………
21
2.2 Learning Materials Development by Hutchinson & Waters…………………..
22
2.3 A Framework for Analyzing Communicative Task…………………………...
27
3.1 The Phases of Developing Hospitality Speaking Materials…………………...
61
4.1 The Primary Draft of a Set of Speaking Materials of English for Hospitality Purpose
4.2 The Design of Speaking Materials of English for Hospitality Purpose after
62
Having Peer Review ………………………………………………………….
4.3 The Final Design of Speaking Materials for Hospitality Purpose……………
ix
75
LIST OF APPENDICES
Appendix
Page
A : Teaching and Learning Evaluation Questionnaire Sheet …………………………..
81
B : Sample of Teaching and Learning Evaluation …………………………………….
85
C : Needs Analysis Questionnaire Sheet ………………………………………………
88
D : Sample of Need Analysis Questionnaire Result …………………………………..
92
E : Letter of Validation Application for Expertise …………………………………...
96
F : Experts’ Validation Instrument ………………………………………………… ..
97
G : Experts’ Validation Result …………………………………………………… ….
100
H : Interview Sheet ……………………………………………………………………
104
I : Interview Result ……………………………………………………………………
107
J : The Existing Syllabus ………………………………………………………………
113
K : The New Syllabus of Speaking…………………………………………………….
118
L : The New Materials of Speaking …………………………………………………….
122
x
CHAPTER I
INTRODUCTION
1.1
The Background of the Study
Indonesia is the largest archipelagic country with a tropical climate and very
humid which its resources not only merely in natural diversity, but also in cultural
diversity that can support the growth of tourism and hospitality industries. Those
potential resources make tourism and hospitality sectors become important
components of the national economy (Indonesia Travel, 2004). Moreover, tourism
and hospitality industries offer excellent employment and business opportunities.
The industry is progressing very fast in all parts of the world and is growing to be
the largest provider of employment opportunities in the century.
In education and training sector, the number of tourism education
programs and facilities in the world is still quite small in relation to the size
of the sector despite the rapid growth of tourism (UNWTO, 2002). There are
still the needs for education and training at all levels to meet the needs of
professionals and management roles, to occupational, skill-specific training
programs and a need for standardization in the education and training system to
meet demand for skilled labor in the tourism industries.
Regarding the hospitality and tourism education growth, then in 1997 the
government founded Medan Tourism Academy (Akademi Pariwisata Medan:
AKPAR Medan) as one of government tourism schools in Indonesia. But
1
2
historically, the first hospitality and tourism education in Indonesia at a
diploma level was first offered in Hotel and Restaurant Academy (Akademi
Perhotelan dan Perestoranan : APP) in Bandung, as a public school and it
was followed by the opening of Tourism Training and Education (Balai
Pendidikan dan Latihan Pariwisata) in Medan. This school had changed its name
and program several times until 1997. It is now called Medan Tourism Academy
which offers Diploma III and Diploma IV programs and one of the programs is
the hospitality management program. The small numbers of hospitality schools,
of course, are still inadequate with the growth and development of
Indonesia’s tourism, as one of the important sectors for the country’s
economy support. The development of sustainable tourism for Indonesia
requires supply of qualified employees, not only for rank and file positions,
but also for higher levels.
The graduates of the hospitality students in AKPAR Medan are in the level
of secondary labor divisions and competent in doing the supervision and
administration. In order to reach that competence, AKPAR Medan should
implement the Common ASEAN Tourism Curriculum (CATC) amended in 2007.
The curriculum is designed to be industry based, well-structured and flexible. This
curriculum has applicable concept in Tourism where communication is an
extremely vital element of all customer-contact and service situations.
Communication for hospitality students, especially the speaking English
skill should be mastered by them due to the context and the situation that has been
explained above. This kind of skill should be mastered by the students very well
not only when they are as the students but also as the workers in industries. But in
3
fact, in the real industry and at school the students’ speaking skill is relatively
low. This was expressed by some stakeholders in the hospitality industries that
have cooperation with AKPAR Medan under the supervised field training
program in which the students in the third and fourth semester having this kind of
training program for 6 (six) months.
This kind of condition is also supported based on the data of students’
Intake in 2010/2011 in which the students who were accepted in AKPAR Medan
also having a low average score which is about 6.1. It means that the students’
input in AKPAR Medan also have low basic English. The same fact is also
expressed by Pitana (2012), the head of tourism and creative economy resources
development board in his opening speech at a seminar on improving of graduates’
competence in AKPAR Medan who said that the English skill of AKPAR
Medan’s students is still poor if it is compared with the skills of Bali Tourism
Institute and Bandung Tourism Institute’s students, which these kinds of tourism
schools are under the Ministry of Tourism and Creative Economy.
The students’ poor ability of English speaking skill in AKPAR Medan
gives bad influence for themselves. For example, as it is mentioned above, when
the students were having the job training, they got some complaints and input
from their department supervisors because they were lack of proficiency in
speaking English, then it made them having difficulty in communicating and
having transaction especially with foreign guests. It often happened, when the
students in charged in front office department such as a bellboy, greeter, concierge
operator or as a receptionist. Because of the students’ poor English, they were
4
forced to use the code switching with Indonesian language or even used gestures
in order to be able to communicate with the guests.
Some inputs are also delivered by stake holders in hospitality industries to
AKPAR Medan. They really hope that the quality of speaking English skills of the
students can be improved through the cooperation program between the hotel
industries and AKPAR Medan because by having the school trainees who are
competence in speaking English, it will influence their hotel operations.
Furthermore, from the competitive side of the graduates students also give
effects to them. For instance, because of the poor ability of the students’ speaking
skills becoming a serious challenge for the students to compete with graduates
from other countries as nowadays the labor market of hospitality industries is
wide open. In line with that statement, Pangestu (2012) said that facing the
ASEAN Economic Community 2015 the world needs many hospitality workers; it
is more than 5,000 certified hospitality workers needed. On the other side,
graduates will have difficulties to get the job because of their lack English
speaking skills. Besides, the threat from other countries such as Philippines,
Thailand, Malaysia and other countries in Asia becomes more intense and more
massive since they produce and provide hoteliers with better English language
skills.
The problem is how the students could have English language skills,
especially spoken English that are so poor and can meet the curriculum and
market need? Generally, the hospitality students’ lack of English skill is due to the
learning process.
5
To deliver the desired outcome that is consistent with the lesson plan, the
learning process involves many variables, such as; input, learning motivation,
lecturer, curriculum, learning and teaching activities, assessment system,
facilities, references, learning media and learning materials. In accordance,
Faturohman (2007) states that teaching and learning activities involve several
components including goals, learning materials, teaching and learning activities,
teaching methods, instruments, sources and evaluation.
In addition, Faturohman (2007) states that teaching materials are medium
to achieve the teaching goals that are consumed by the students. Then Kitao
(2009) clearly states;
“Learning materials or teaching materials or instructional material is one
of the five components among other (teaching method, evaluation, the
teachers and the students of language instructional playing important role
in process of teaching and learning). Learning materials are the things
“consumed” by the students. The provide competences and skills which
must be mastered by the students. The materials take the central role and
function in the instructional”.
According to the above statement, learning material is the core of teaching
and learning process. It reflects competencies skills that have to be achieved by
the students and it becomes a heart of the teaching and learning processes.
Because of that learning materials become vital and centralized.
Related to learning material availability in AKPAR Medan, in the real
situation, this academy has lack of books and learning materials availability in its
library. The same condition was also described by Wilson (2010), one of the
lecturers in AKPAR Medan, who stated that the causes of the poor ability of the
6
students, were; the lack of hospitality course book, lack of international
hospitality textbook and slow adjustment of conventional books to the latest
hospitality English book. Based on the data above, it shows that the lack of
hospitality English coursebook becomes a serious problem. Therefore, speaking
English for hospitality students should be developed to improve students speaking
skills and to meet the job market requirement.
Theoretically, one of the alternatives of learning materials development
model for English speaking specially for the students of the hospitality is a taskbased learning material approach. This model significantly affects the students’
speaking ability. Task-based learning material has a variety of features that are
helpful in the development of language proficiency. In Task-based approach,
learning is developed through performing a series of activities as steps towards
successful task realization. By working towards task realization, the language is
used immediately in the real-world context of the learner, making learning
authentic. Thus, task-based learning material is assumed to be an effective way to
improve the students’ speaking ability.
1.2
Problems of the Study
Therefore to fill the research gaps mentioned, the problems of the study
will be aimed at finding out:
1. How are the existing English speaking materials of Hospitality
students in AKPAR Medan?
2. What are the relevant speaking materials for Hospitality students in
AKPAR Medan?
7
3. How speaking materials through task-based learning are designed for
Hospitality Management students in AKPAR Medan?
1.3
The Objectives of the Study
The main objectives of this study are to answer the questions posed in the
problems of the study. The objectives of the research are:
1. To know the existing materials for students of Hospitality in AKPAR
Medan.
2. To investigate the relevant speaking learning material for Hospitality
students in AKPAR Medan.
3. To design appropriate speaking materials through task-based learning for
Hospitality students in AKPAR Medan.
1.4.
The Scope of the Study
This study mainly focuses on developing speaking materials through task-
based learning for hospitality students in AKPAR Medan which is expected to
help the students in achieving their learning objectives and also to investigate the
actual condition of teaching and learning process which will be helpful in the
process of developing the relevant speaking materials for the students.
1.5
The Significance of the Study
This study is expected to have some significance. First, theoretically this
study is expected to provide relevant English speaking materials especially for
Rooms Division study program students in AKPAR Medan.
8
Second, practically, the results of this research may also contribute to 1)
students who learn English at AKPAR Medan and who want to master English
that they need, 2) teacher/lecturer – as a source of information and references in
order to enrich their knowledge and horizon about topics discussed, and 3) other
researchers, this research may be as a basic reference or information in order to
have further related study.
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the result and analysis of the research in the previous chapter,
some concluding remarks and suggestion are as follows.
5.1 Conclusions
1) In general, the exisiting objectivity of teaching and learning English
for Hospitality purposes in particular the speaking is not optimally
running yet. Learning materials are mostly less relevant to the student
needs and stakeholders. However, the adequacy and availability of
speaking materials are meeting the students’ need.
2) The learning materials needed by the students are relatively various in
terms of contents, topics and themes student also needs the materials
designed by authentic materials and task-based learning in order to
meet the students’ needs. The speaking materials should fulfill the
components of a task, namely, goal, input, procedure, teacher and
learner role and settings.
3) The design of learning material is designed by the following lay out
such as preview, to start you off, points for practice, developing topic,
and language reference. However, it is also completed by two
components that is overview and task based learning and then the new
speaking materials validated by the experts’ viewpoints by conducting
the questionnaire to the experts. The questionnaire has components of
76
77
product/content, method, language, and layout. The result of the
questionnaire has shown that the new speaking materials are suitable
for hospitality students.
5.2 Suggestions
In line with the above conclusions, some points could be recomended and
suggested such as :
1) The development of speaking materials for english spesific purposes
should consider and concern to the students’ and stakeholders’ needs,
students background, and the objective of the subject learned.
2) To enable the process of teaching and learning process runs effectively,
actively and participatory. The learning materials should be designed in a
such way such as task-based learning, authentic materials, problem solving
and research based learning.
3) To abstract the students intention and facilitate the process of teaching and
learning, the learning materials should be equipped with relevant figures,
charts, tables and pictures in accordance to the contents,topics and themes
provided and moreover, the speaking materials should be validated to the
experts in order to provide suitable and authentic speaking materials for
hospitality students.
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Akademi Pariwisata Medan. Jurnal Ilmiah Pariwisata Vol 8.
THE DEVELOPMENT OF ESP-HOSPITALITY ENGLISH SPEAKING MATERIALS
THROUGH TASK-BASED LEARNING
AT MEDAN TOURISM ACADEMY
By:
RAHMAWATI ROGABE SINAGA
Registration Number: 8106112045
Submitted to the English Applied Linguistics Study Program, Postgraduate School,
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Rahmawati R Sinaga. Registration Number 8106112045. The Development of
ESP-Hospitality English Speaking Materials through Task-Based Learning at
Medan Tourism Academy. A Thesis. English Applied Linguistics Study
Program, Postgraduate School, State University of Medan.2015.
This research aims to 1) know the existing materials for hospitality students in
AKPAR Medan 2) investigate the relevant speaking materials for hospitality students
in AKPAR Medan, and 3) design appropriate speaking materials through task-based
learning. The method of this research is a research and development (R&D) by Borg
and Gall (1984) which consists of three main phases, namely: evaluation and needs
assessment, materials development, and materials validation. The methods of data
collection are questionnaire, documentation and interviews. The sources of data are
from the English lecturer, the Head of Rooms Division study program, the alumni of
rooms division study program, the expert of education and ESP, 2nd semester students
of rooms division study program, and the existing syllabus and materials. The data
are analyzed by descriptive analysis. The study finds that 1) the learning materials
are not really relevant to the students and stakeholders’ need even the adequacy and
the availability are relatively adequate and available, 2) The students’ need in line
with teaching learning speaking is oriented in a student-centered learning, task
activities, and authentic speaking materials, 3) the physical structure of learning
materials consists of the following sections; Preview, To Start You Off, Developing
Topic, Language Reference and Assessment and the new speaking materials are
validated by experts viewpoints. In addition, it is also completed with two-additional
ones-overview and task-based learning. As the conclusion, the new speaking
materials are categorized good, the expert judgments validation score is 83.5 and they
stated it met the students’ need and suitable for hospitality students.
Key words: speaking materials, task-based learning, hospitality English
i
ABSTRAK
Rahmawati R Sinaga. NIM: 8106112045. The Development of ESP-Hospitality
English Speaking Materials through Task-Based Learning at Medan Tourism
Academy. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Sekolah
Pasca sarjana, Universitas Negeri Medan. Medan. 2015.
Penelitian ini bertujuan untuk 1) mengetahui bahan ajar yang ada untuk siswa
perhotelan di AKPAR Medan 2) menyelidiki bahan berbicara apakah relevan bagi
siswa perhotelan di AKPAR Medan dan 3) desain bahan ajar berbicara yang tepat
melalui Task-Based Learning. Metode penelitian ini adalah penelitian dan
pengembangan (R & D) oleh Borg dan Gall (2003) yang terdiri dari tiga tahap utama,
yaitu: evaluasi dan penilaian kebutuhan, pengembangan bahan ajar, dan validasi
bahan ajar. Metode pengumpulan data yang digunakan pada penelitian ini adalah
kuesioner, dokumentasi dan wawancara. Sumber data berasal dari dosen bahasa
Inggris, ketua program studi divisi kamar, alumni program studi kamar divisi, ahli
pendidikan dan ESP, mahasiswa semester 2 program studi kamar divisi, dan silabus
yang ada dan bahan ajar yang ada. Data dianalisis dengan analisis deskriptif. Studi ini
menemukan bahwa 1) materi pembelajaran yang ada tidak benar-benar relevan
dengan kebutuhan siswa dan pemangku kepentingan walaupun kecukupan dan
ketersediaan bahan ajar relatif memadai dan tersedia, 2) kebutuhan siswa sejalan
dengan belajar mengajar berbicara yang berorientasi pada pembelajaran yang
berpusat pada siswa, kegiatan tugas dan materi berbicara yang otentik. 3) struktur
fisik bahan pembelajaran terdiri dari bagian berikut; Preview, To Start Off,
Developing Topic, Assessment dan Language Reference dan bahan ajar berbicara
kemudian divalidasi menurut sundut pandang para ahli. Sebagai kesimpulan, bahan
ajar berbicara yang baru dikategorikan baik, skor validasi penilaian ahli adalah 83.5
dan mereka menyatakan bahan ajar yang baru memenuhi kebutuhan siswa dan cocok
bagi siswa perhotelan.
Kata kunci: bahan ajar berbicara, task-based learning, dan Bahasa Inggris
perhotelan
ii
ACKNOWLEDGEMENTS
It is a huge pleasure for the writer to acknowledge the following people for
their contribution to her education and research. Her sincere gratitude and deep
appreciation are addressed to Dr. I Wy Dirgayesa,M.Hum. and Dr. Rahmat
Husein,M.Ed. as her thesis advisers, for their guidance, encouragement, patience,
and supports for improving and finishing this thesis.
It is also her pleasure to acknowledge the superb reviewers and examiners
Prof. Dr. Busmin Gurning,M.Pd., Dr. Eddy Setia, M.Ed. TESP, and Prof. Hj.
Sumarsih, M.Pd for their effort and patience in helping, guiding, advising her in this
research.
Next, the writer would like to thank the head and secretary of English
Applied Linguistics Study Program, Prof. Dr. Busmin Gurning, M.Pd., and Dr. Sri
Minda Murni,M.S. for encouraging the writer to accomplish her thesis, and also Mr.
Farid Ma’ruf Harahap as the administrative staff for his huge help in administrative
procedures.
The writer also would like to express thanks to the Director of Postgraduate
School State University of Medan Prof.Dr.H. Abdul Muin Sibuea, M.Pd. and his
staffs for their kind service during her study, and all of the lecturers of English
Applied Linguistics Study Program that the writer is not able to mention one by one,
for their help, guidance, knowledge, inspiration, motivation, in teaching all students
including the writer.
iii
An appreciation is also dedicated to Prof.Dr. Amrin Saragih, MA, Ph.D and
Muhammad Hirsan Hanafi, M.Si. as the experts who validated the materials in this
research. Their comments and suggestions are very meaningful for the writer.
Further , the writer expresses her gratitude to the director, the head of rooms
division study program, English lecturer
and beloved students of Akademi
Pariwisata Medan for their time and permission in conducting the research.
Great thanks are also dedicated to her husband, Achmad Thoriq Al-Chanafi
for his full supports when the writer is down, understanding when the writer busies
herself with her tasks and jobs, and love when the writer needs to share her gladness
and sadness with, and her beloved daughter Azqiara Jasmine Al-Chanafi for her
cuteness that becomes her spirit to finish her study. Her profound thanks also go to
her father Rahmat Budi Fajar Sinaga, her mother Herawati, her sisters, her brothersin-law and her cute and awesome nephews and niece for all prayers, supports, loves,
hopes and critics.
Last but not least, the writer would also like to say thanks to all her
classmates in LTBI XIX-B and her best friends in AKPAR Medan for their supports
and motivations. May Allah uphold her brotherhood with their friends forever.
Medan, Juli 2015
The Writer,
Rahmawati Rogabe Sinaga
iv
TABLE OF CONTENTS
Page
ABSTRACT
................................................................................................
i
ACKNOWLEDGEMENTS………………………………………………. ..
iii
TABLE OF CONTENTS ...............................................................................
v
LIST OF TABLES ..........................................................................................
viii
LIST OF FIGURES ........................................................................................
ix
LIST OF APPENDICES ................................................................................
x
CHAPTER I : INTRODUCTION ...........................................................
1
1.1
The Background of the Study ...................................
1
1.2
The Problems of the Study ......................................
6
1.3
The Objectives of the Study ……………… ............
7
1.4
The Scope of the Study ...........................................
7
1.5
The Significance of the Study ..................................
7
CHAPTER II : REVIEW OF LITERATURE ........................................
9
2.1. English for Specific Purposes...................................
9
2.1.1 English for Academic Purposes (EAP)…….
10
2.1.2 English for Occupational Purposes (EOP) …
10
2.2
Principles of Teaching Speaking ..............................
12
2.3
Learning Materials…………………………………
15
2.4
The Role and Function of Learning Materials …….
16
2.5 The Development of Learning Materials…………..
18
2.6
Principles of Learning Materials Development……
v
19
2.7
2.8
2.6.1 Models of Learning Materials Development…..
20
2.6.2 Models of Learning Materials Evaluation ........
24
Task-Based Learning………………………………..
25
2.7.1 Task-Based Syllabus Design …………………..
27
2.7.2 Component of a Task ………………………….
28
English for the Students of Hospitality Management
Program .................................................................... .
30
2.9 Needs Analysis ........................................................
33
2.10 Relevant Studies …………………………………….
37
CHAPTER III : RESEARCH METHOD ................................................
CHAPTER IV:
39
3.1. Location of the Research .........................................
39
3.2. Research Design
39
...................................................
3.3. Research Procedures.................................................
39
3.4
Data Source ..............................................................
42
3.5
Technique of Collecting Data ..................................
44
3.6
Technique of Materials Development ......................
44
DATA ANALYSIS AND MATERIALS DEVELOPMENT
44
4.1.
47
Evaluation and Needs Analysis ................................
4.1.1 The Evaluation of Teaching and Learning
of English for Hospitality Students ...............
47
4.1.2 The Need Analysis of Teaching and Learning
of English for Hospitality Students ...............
vi
50
4.2
Materials Development ...........................................
55
4.2.1 The Syllabus Development of English for
Hospitality Purposes ......................................
55
4.2.2 The Development of Speaking Materials
of English for Hospitality Purposes ...............
60
4.3 Materials Validation ......................................................
72
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .........................
76
REFERENCES
APPENDICES
5.1 Conclusions …………………………………………..
76
5.2 Suggestions …………………………………………..
77
..............................................................................
78
..................................................................................
81
vii
LIST OF TABLES
Table
Page
2.1 : ESP Curriculum for Tourism & Hospitality……………………………………….
29
3.1 : The Need Categorization Criteria………………………………………………….
45
3.2 : Standards and Parameters of Validating the Speaking Materials………………..
45
4.1 : The Names of Topics or Themes of Speaking Materials Needed by the Students..
51
4.2 : Categories of Learning Material Types ………………………………………….
52
4.3 : Learning Strategies for Teaching and Learning of English for Hospitality Purpose
52
4.4 : The Need Assessment Types…………………………………………………….
53
4.5 : Distribution of Detail Linguistics Features in Speaking………………………...
54
4.6 : The Correction and Suggestion from Peer Review……………………………..
62
4.7 : The Score of Expert Judgment of Speaking Materials of English
for Hospitality Purpose …………………………………………………………
4.8 : Comments, Correction and Recommendation from Expert Judgments………...
viii
73
74
LIST OF FIGURES
Figure
Page
2.1 Learning Materials Development by Mc Graves ………………………………
21
2.2 Learning Materials Development by Hutchinson & Waters…………………..
22
2.3 A Framework for Analyzing Communicative Task…………………………...
27
3.1 The Phases of Developing Hospitality Speaking Materials…………………...
61
4.1 The Primary Draft of a Set of Speaking Materials of English for Hospitality Purpose
4.2 The Design of Speaking Materials of English for Hospitality Purpose after
62
Having Peer Review ………………………………………………………….
4.3 The Final Design of Speaking Materials for Hospitality Purpose……………
ix
75
LIST OF APPENDICES
Appendix
Page
A : Teaching and Learning Evaluation Questionnaire Sheet …………………………..
81
B : Sample of Teaching and Learning Evaluation …………………………………….
85
C : Needs Analysis Questionnaire Sheet ………………………………………………
88
D : Sample of Need Analysis Questionnaire Result …………………………………..
92
E : Letter of Validation Application for Expertise …………………………………...
96
F : Experts’ Validation Instrument ………………………………………………… ..
97
G : Experts’ Validation Result …………………………………………………… ….
100
H : Interview Sheet ……………………………………………………………………
104
I : Interview Result ……………………………………………………………………
107
J : The Existing Syllabus ………………………………………………………………
113
K : The New Syllabus of Speaking…………………………………………………….
118
L : The New Materials of Speaking …………………………………………………….
122
x
CHAPTER I
INTRODUCTION
1.1
The Background of the Study
Indonesia is the largest archipelagic country with a tropical climate and very
humid which its resources not only merely in natural diversity, but also in cultural
diversity that can support the growth of tourism and hospitality industries. Those
potential resources make tourism and hospitality sectors become important
components of the national economy (Indonesia Travel, 2004). Moreover, tourism
and hospitality industries offer excellent employment and business opportunities.
The industry is progressing very fast in all parts of the world and is growing to be
the largest provider of employment opportunities in the century.
In education and training sector, the number of tourism education
programs and facilities in the world is still quite small in relation to the size
of the sector despite the rapid growth of tourism (UNWTO, 2002). There are
still the needs for education and training at all levels to meet the needs of
professionals and management roles, to occupational, skill-specific training
programs and a need for standardization in the education and training system to
meet demand for skilled labor in the tourism industries.
Regarding the hospitality and tourism education growth, then in 1997 the
government founded Medan Tourism Academy (Akademi Pariwisata Medan:
AKPAR Medan) as one of government tourism schools in Indonesia. But
1
2
historically, the first hospitality and tourism education in Indonesia at a
diploma level was first offered in Hotel and Restaurant Academy (Akademi
Perhotelan dan Perestoranan : APP) in Bandung, as a public school and it
was followed by the opening of Tourism Training and Education (Balai
Pendidikan dan Latihan Pariwisata) in Medan. This school had changed its name
and program several times until 1997. It is now called Medan Tourism Academy
which offers Diploma III and Diploma IV programs and one of the programs is
the hospitality management program. The small numbers of hospitality schools,
of course, are still inadequate with the growth and development of
Indonesia’s tourism, as one of the important sectors for the country’s
economy support. The development of sustainable tourism for Indonesia
requires supply of qualified employees, not only for rank and file positions,
but also for higher levels.
The graduates of the hospitality students in AKPAR Medan are in the level
of secondary labor divisions and competent in doing the supervision and
administration. In order to reach that competence, AKPAR Medan should
implement the Common ASEAN Tourism Curriculum (CATC) amended in 2007.
The curriculum is designed to be industry based, well-structured and flexible. This
curriculum has applicable concept in Tourism where communication is an
extremely vital element of all customer-contact and service situations.
Communication for hospitality students, especially the speaking English
skill should be mastered by them due to the context and the situation that has been
explained above. This kind of skill should be mastered by the students very well
not only when they are as the students but also as the workers in industries. But in
3
fact, in the real industry and at school the students’ speaking skill is relatively
low. This was expressed by some stakeholders in the hospitality industries that
have cooperation with AKPAR Medan under the supervised field training
program in which the students in the third and fourth semester having this kind of
training program for 6 (six) months.
This kind of condition is also supported based on the data of students’
Intake in 2010/2011 in which the students who were accepted in AKPAR Medan
also having a low average score which is about 6.1. It means that the students’
input in AKPAR Medan also have low basic English. The same fact is also
expressed by Pitana (2012), the head of tourism and creative economy resources
development board in his opening speech at a seminar on improving of graduates’
competence in AKPAR Medan who said that the English skill of AKPAR
Medan’s students is still poor if it is compared with the skills of Bali Tourism
Institute and Bandung Tourism Institute’s students, which these kinds of tourism
schools are under the Ministry of Tourism and Creative Economy.
The students’ poor ability of English speaking skill in AKPAR Medan
gives bad influence for themselves. For example, as it is mentioned above, when
the students were having the job training, they got some complaints and input
from their department supervisors because they were lack of proficiency in
speaking English, then it made them having difficulty in communicating and
having transaction especially with foreign guests. It often happened, when the
students in charged in front office department such as a bellboy, greeter, concierge
operator or as a receptionist. Because of the students’ poor English, they were
4
forced to use the code switching with Indonesian language or even used gestures
in order to be able to communicate with the guests.
Some inputs are also delivered by stake holders in hospitality industries to
AKPAR Medan. They really hope that the quality of speaking English skills of the
students can be improved through the cooperation program between the hotel
industries and AKPAR Medan because by having the school trainees who are
competence in speaking English, it will influence their hotel operations.
Furthermore, from the competitive side of the graduates students also give
effects to them. For instance, because of the poor ability of the students’ speaking
skills becoming a serious challenge for the students to compete with graduates
from other countries as nowadays the labor market of hospitality industries is
wide open. In line with that statement, Pangestu (2012) said that facing the
ASEAN Economic Community 2015 the world needs many hospitality workers; it
is more than 5,000 certified hospitality workers needed. On the other side,
graduates will have difficulties to get the job because of their lack English
speaking skills. Besides, the threat from other countries such as Philippines,
Thailand, Malaysia and other countries in Asia becomes more intense and more
massive since they produce and provide hoteliers with better English language
skills.
The problem is how the students could have English language skills,
especially spoken English that are so poor and can meet the curriculum and
market need? Generally, the hospitality students’ lack of English skill is due to the
learning process.
5
To deliver the desired outcome that is consistent with the lesson plan, the
learning process involves many variables, such as; input, learning motivation,
lecturer, curriculum, learning and teaching activities, assessment system,
facilities, references, learning media and learning materials. In accordance,
Faturohman (2007) states that teaching and learning activities involve several
components including goals, learning materials, teaching and learning activities,
teaching methods, instruments, sources and evaluation.
In addition, Faturohman (2007) states that teaching materials are medium
to achieve the teaching goals that are consumed by the students. Then Kitao
(2009) clearly states;
“Learning materials or teaching materials or instructional material is one
of the five components among other (teaching method, evaluation, the
teachers and the students of language instructional playing important role
in process of teaching and learning). Learning materials are the things
“consumed” by the students. The provide competences and skills which
must be mastered by the students. The materials take the central role and
function in the instructional”.
According to the above statement, learning material is the core of teaching
and learning process. It reflects competencies skills that have to be achieved by
the students and it becomes a heart of the teaching and learning processes.
Because of that learning materials become vital and centralized.
Related to learning material availability in AKPAR Medan, in the real
situation, this academy has lack of books and learning materials availability in its
library. The same condition was also described by Wilson (2010), one of the
lecturers in AKPAR Medan, who stated that the causes of the poor ability of the
6
students, were; the lack of hospitality course book, lack of international
hospitality textbook and slow adjustment of conventional books to the latest
hospitality English book. Based on the data above, it shows that the lack of
hospitality English coursebook becomes a serious problem. Therefore, speaking
English for hospitality students should be developed to improve students speaking
skills and to meet the job market requirement.
Theoretically, one of the alternatives of learning materials development
model for English speaking specially for the students of the hospitality is a taskbased learning material approach. This model significantly affects the students’
speaking ability. Task-based learning material has a variety of features that are
helpful in the development of language proficiency. In Task-based approach,
learning is developed through performing a series of activities as steps towards
successful task realization. By working towards task realization, the language is
used immediately in the real-world context of the learner, making learning
authentic. Thus, task-based learning material is assumed to be an effective way to
improve the students’ speaking ability.
1.2
Problems of the Study
Therefore to fill the research gaps mentioned, the problems of the study
will be aimed at finding out:
1. How are the existing English speaking materials of Hospitality
students in AKPAR Medan?
2. What are the relevant speaking materials for Hospitality students in
AKPAR Medan?
7
3. How speaking materials through task-based learning are designed for
Hospitality Management students in AKPAR Medan?
1.3
The Objectives of the Study
The main objectives of this study are to answer the questions posed in the
problems of the study. The objectives of the research are:
1. To know the existing materials for students of Hospitality in AKPAR
Medan.
2. To investigate the relevant speaking learning material for Hospitality
students in AKPAR Medan.
3. To design appropriate speaking materials through task-based learning for
Hospitality students in AKPAR Medan.
1.4.
The Scope of the Study
This study mainly focuses on developing speaking materials through task-
based learning for hospitality students in AKPAR Medan which is expected to
help the students in achieving their learning objectives and also to investigate the
actual condition of teaching and learning process which will be helpful in the
process of developing the relevant speaking materials for the students.
1.5
The Significance of the Study
This study is expected to have some significance. First, theoretically this
study is expected to provide relevant English speaking materials especially for
Rooms Division study program students in AKPAR Medan.
8
Second, practically, the results of this research may also contribute to 1)
students who learn English at AKPAR Medan and who want to master English
that they need, 2) teacher/lecturer – as a source of information and references in
order to enrich their knowledge and horizon about topics discussed, and 3) other
researchers, this research may be as a basic reference or information in order to
have further related study.
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the result and analysis of the research in the previous chapter,
some concluding remarks and suggestion are as follows.
5.1 Conclusions
1) In general, the exisiting objectivity of teaching and learning English
for Hospitality purposes in particular the speaking is not optimally
running yet. Learning materials are mostly less relevant to the student
needs and stakeholders. However, the adequacy and availability of
speaking materials are meeting the students’ need.
2) The learning materials needed by the students are relatively various in
terms of contents, topics and themes student also needs the materials
designed by authentic materials and task-based learning in order to
meet the students’ needs. The speaking materials should fulfill the
components of a task, namely, goal, input, procedure, teacher and
learner role and settings.
3) The design of learning material is designed by the following lay out
such as preview, to start you off, points for practice, developing topic,
and language reference. However, it is also completed by two
components that is overview and task based learning and then the new
speaking materials validated by the experts’ viewpoints by conducting
the questionnaire to the experts. The questionnaire has components of
76
77
product/content, method, language, and layout. The result of the
questionnaire has shown that the new speaking materials are suitable
for hospitality students.
5.2 Suggestions
In line with the above conclusions, some points could be recomended and
suggested such as :
1) The development of speaking materials for english spesific purposes
should consider and concern to the students’ and stakeholders’ needs,
students background, and the objective of the subject learned.
2) To enable the process of teaching and learning process runs effectively,
actively and participatory. The learning materials should be designed in a
such way such as task-based learning, authentic materials, problem solving
and research based learning.
3) To abstract the students intention and facilitate the process of teaching and
learning, the learning materials should be equipped with relevant figures,
charts, tables and pictures in accordance to the contents,topics and themes
provided and moreover, the speaking materials should be validated to the
experts in order to provide suitable and authentic speaking materials for
hospitality students.
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